Assessing students' knowledge of owls from their drawings and written responses (Record no. 86746)
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| 000 -LEADER | |
|---|---|
| fixed length control field | nab a22 7a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 190513b xxu||||| |||| 00| 0 eng d |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 378.125 / Tor |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Torkar, Gregor...(et al) |
| 245 ## - TITLE STATEMENT | |
| Title | Assessing students' knowledge of owls from their drawings and written responses |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 54-62 p. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Many children learn about and experience animals in the everyday environment where they live and attend school. One way to obtain information about children’s understanding of concepts or phenomena is by using their drawings in combination with written responses or interviews. This study assesses how much Slovenian students 10–15 years old (in sixth to ninth grade) know about owls by analysing their drawings and written responses. The study included 473 students. From assessing students’ drawings and written responses, it can be concluded that the respondents had some knowledge of owls’ appearance, their behaviours, diet and habitats. The differences between students in different grades regarding the representations of owls was not statistically significant. Some students had misconceptions about owls, such as the idea that owls can turn their heads 360 degrees, or they confused the long ear-tufts with external parts of the ears. The students’ written responses provided additional information on their ideas about owls; particularly about owls’ specific behaviours, diet, and conservational status. However, some information, such as depicting owls’ body parts and body proportions or their habitats, was more clearly depicted with drawings. One third of the students drew owls in trees and forests, which makes owls good candidates for promoting forest conservation. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Written responses |
| Topical term or geographic name as entry element | Lower secondary students |
| Topical term or geographic name as entry element | Owls |
| Topical term or geographic name as entry element | Knowledge |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 80467 |
| Place, publisher, and date of publication | Institute Of Biology |
| Other item identifier | S629 |
| Title | Journal of Biological Education, 53(1) Feb 2019 |
| International Standard Serial Number | 0021-9266 |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/full/10.1080/00219266.2017.1420682 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Permanent location | Current location | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Article | HBCSE | HBCSE | 2019-05-13 | Journal of Biological Education 53(1) Feb 2019 | 378.125 / Tor | ar3644 | 2019-05-13 | Journal Article |